, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
QUESTION 1
1.1. Assessment as Experience: Reflecting on the Student Introductions Forum
A screenshot of your Virtual Meet and Greet (Self-introduction) video post.
A screenshot of one of your typed peer responses.
Re: @Thabo_N 's introduction video
Hi Thabo,
Thank you for sharing your journey from the corporate world into teaching! I was really struck by
what you said about assessment being "the GPS for learning, not the final destination." That's such a
powerful shift in perspective.
You mentioned being nervous about assessment fairness. I've been thinking about that too, especially
after reading Learning Unit 1 on the principles of assessment (fairness, validity, reliability). Your
point about how assessment should guide the teacher as much as it judges the learner really
connected with me. It made me realise that assessment isn't just something we do to learners, but
something we do for them.
Looking forward to learning more with you in this module!
Best,
LD
, The direct link to your video post.
https://myunisa.ac.za/mod/forum/discuss.php?d=2024_AED3701_Student_LD_video_intro
Question:
Is this a formal or informal assessment? Is it formative or summative? What does participation
in this kind of task reveal about a learner? How has engaging with this activity shaped the way
you think about designing assessments for your own learners?
The Student Introductions forum activity, while appearing informal, represents a deliberate and
intentional assessment practice. Drawing on the principles outlined in the AED3701 study guide, this
discussion will analyse the type and form of assessment this activity represents, identify what it
measures that conventional tests cannot, and reflect on how this experience has shaped my
understanding of assessment from a teacher's perspective.
1. Type and Form of Assessment
The Student Introductions forum activity is best classified as an informal, formative assessment that
functions specifically as Assessment for Learning (AFL). According to the study guide, "informal
assessment is a daily monitoring of learners' progress in the form of observation, written exercises,
oral activities and presentations" (AED3701 Study Guide, p. 6). The video introduction and peer
responses fit squarely within this description, as it involves an oral presentation (video) and written
engagement (typed responses) conducted in a low-stakes environment.
Furthermore, the activity embodies Assessment for Learning because "it provides the opportunity for
gathering immediate evidence and providing feedback to learners" and "is aimed at improving the
quality of teaching and learning" (p. 6). The forum was not designed to assign a final grade
(summative purpose) but rather to establish a baseline of understanding, facilitate peer interaction,
and prepare students for deeper engagement with the module content. It also incorporates elements
of self-assessment and an Assessment as Learning approach, where "learners take responsibility for
their own learning and determine steps they need to take to improve their learning" (p. 16).
2. What This Activity Measures That a Conventional Written Test Cannot
A conventional written test primarily measures cognitive recall, comprehension, and application of
knowledge within a structured, time-pressured environment. However, the Student Introductions
forum activity measures several deeper, more holistic dimensions of learning:
It measures metacognitive awareness. By asking students to "reflect on your journey as a student and
share your insights on the importance of assessment," the activity required learners to think about
their own thinking. The study guide notes that Assessment as Learning involves "supporting learners'
metacognition" where "learners are actively engaged in the assessment process, that is, they monitor
their own learning" (p. 16). A written test rarely captures a learner's ability to self-reflect on their
learning journey.
It measures affective outcomes, including attitudes, values, and dispositions toward assessment. The
study guide explicitly references Bloom's Taxonomy's affective domain, which includes "values,
attitudes, and interests" (p. 24). A conventional test can determine whether a learner knows the
definition of formative assessment, but it cannot reveal whether the learner values formative
assessment or sees themselves as a reflective practitioner. The video introduction revealed authentic
enthusiasm, anxiety, curiosity, or resistance—all of which are critical indicators of a learner's
readiness to engage with the module.
QUESTION 1
1.1. Assessment as Experience: Reflecting on the Student Introductions Forum
A screenshot of your Virtual Meet and Greet (Self-introduction) video post.
A screenshot of one of your typed peer responses.
Re: @Thabo_N 's introduction video
Hi Thabo,
Thank you for sharing your journey from the corporate world into teaching! I was really struck by
what you said about assessment being "the GPS for learning, not the final destination." That's such a
powerful shift in perspective.
You mentioned being nervous about assessment fairness. I've been thinking about that too, especially
after reading Learning Unit 1 on the principles of assessment (fairness, validity, reliability). Your
point about how assessment should guide the teacher as much as it judges the learner really
connected with me. It made me realise that assessment isn't just something we do to learners, but
something we do for them.
Looking forward to learning more with you in this module!
Best,
LD
, The direct link to your video post.
https://myunisa.ac.za/mod/forum/discuss.php?d=2024_AED3701_Student_LD_video_intro
Question:
Is this a formal or informal assessment? Is it formative or summative? What does participation
in this kind of task reveal about a learner? How has engaging with this activity shaped the way
you think about designing assessments for your own learners?
The Student Introductions forum activity, while appearing informal, represents a deliberate and
intentional assessment practice. Drawing on the principles outlined in the AED3701 study guide, this
discussion will analyse the type and form of assessment this activity represents, identify what it
measures that conventional tests cannot, and reflect on how this experience has shaped my
understanding of assessment from a teacher's perspective.
1. Type and Form of Assessment
The Student Introductions forum activity is best classified as an informal, formative assessment that
functions specifically as Assessment for Learning (AFL). According to the study guide, "informal
assessment is a daily monitoring of learners' progress in the form of observation, written exercises,
oral activities and presentations" (AED3701 Study Guide, p. 6). The video introduction and peer
responses fit squarely within this description, as it involves an oral presentation (video) and written
engagement (typed responses) conducted in a low-stakes environment.
Furthermore, the activity embodies Assessment for Learning because "it provides the opportunity for
gathering immediate evidence and providing feedback to learners" and "is aimed at improving the
quality of teaching and learning" (p. 6). The forum was not designed to assign a final grade
(summative purpose) but rather to establish a baseline of understanding, facilitate peer interaction,
and prepare students for deeper engagement with the module content. It also incorporates elements
of self-assessment and an Assessment as Learning approach, where "learners take responsibility for
their own learning and determine steps they need to take to improve their learning" (p. 16).
2. What This Activity Measures That a Conventional Written Test Cannot
A conventional written test primarily measures cognitive recall, comprehension, and application of
knowledge within a structured, time-pressured environment. However, the Student Introductions
forum activity measures several deeper, more holistic dimensions of learning:
It measures metacognitive awareness. By asking students to "reflect on your journey as a student and
share your insights on the importance of assessment," the activity required learners to think about
their own thinking. The study guide notes that Assessment as Learning involves "supporting learners'
metacognition" where "learners are actively engaged in the assessment process, that is, they monitor
their own learning" (p. 16). A written test rarely captures a learner's ability to self-reflect on their
learning journey.
It measures affective outcomes, including attitudes, values, and dispositions toward assessment. The
study guide explicitly references Bloom's Taxonomy's affective domain, which includes "values,
attitudes, and interests" (p. 24). A conventional test can determine whether a learner knows the
definition of formative assessment, but it cannot reveal whether the learner values formative
assessment or sees themselves as a reflective practitioner. The video introduction revealed authentic
enthusiasm, anxiety, curiosity, or resistance—all of which are critical indicators of a learner's
readiness to engage with the module.
